Title: What Am I Going to Do? Career Exploration Collaborators: Kerry Rice, Mike Ross, Mark Painter, Julie Lind, Katie Ingram Grade level: middle school (6-9) Recommended Time Frame: 2 - 3 weeks (10-20 contact hours) Content areas:
This project is designed to have students assess individual and personal traits which can equate into possible career choices. This project will focus on these PA Academic Standards:
13.1.8.A. Relate careers to individual interests, abilities, and aptitudes.
13.1.8.B. Relate careers to personal interests, abilities and aptitudes.
13.1.8.E. Analyze the economic factors that impact employment opportunities, such as, but not limited to:
• Competition
• Geographic location
• Global influences
• Job growth
• Job openings
• Labor supply
• Potential advancement
• Potential earnings
• Salaries/benefits
• Unemployment
13.1.8.F. Analyze the relationship of school subjects, extracurricular activities, and community experiences to career preparation.
development of career portfolio
• Career goals
• Cluster/pathway opportunities
• Individual interests and abilities
• Training/education requirements and financing
13.1.8.H. Choose personal electives and extra curricular activities based upon personal career interests, abilities and academic strengths.
With this project we are hoping to cultivate students thoughts into a direction of possible pathways beyond High School which they will be entering soon. One of the school wide purposes is to aid students into selecting the appropraite courses to match their individual and private traits which could drive career choices.
Craft the Driving Question:
What careers are best suited for me and how do I prepare?
Subquestions:
What are my preferred work conditions?
What are my personal attributes and characteristics?
What are my academic preferences?
Plan the Assessment:
Early Stage-
Who R U survey
Drive your ride activity
Drive your ride rubric (see uploaded files)
Discussions and reflections
Middle Stage-
Skills Test
Career PowerPoint
Career PowerPoint rubric (see uploaded files)
Discussions and reflections
Final Stage-
Career inventory survey
Career Path document
Career Path document rubric (see uploaded files)
Discussions and reflections
Summative assessment will consist an a brief presentation to the class of each students findings as well as an online discussion. The discussion will be focused on each individuals reflective of the activity as well as peer and teacher feedback on the information presented.
Map the Project:
The first activity will ask a series of questions for students to respond to as accurately as possible. This activity is a warm-up and is just informational. When finished they should make a mental note of the best matches. Students will share matches through the discussion board and share impressions with classmates.
3-40 minutes class periods
In this section, students use a different tool to identify some basic job related skills to determine the careers with the best match. The first step is to take a skills test that will identify some job basic related skills. Be sure to only mark the skills that you currently possess or are planning to acquire before you start a career.
Students will share information through the workshop feature of moodle and give feedback to group members.
3-40 minute class periods
Finally now that we have some ideas on what types of careers our skills, abilities, and interests may lead us to. How does one prepare over the next four years and beyond. This next activity will help to identify some of the courses needed in high school to prepare you for possible career paths in your future.
Students will share information and give each other feedback on choices through discussion board
5-40 minute class periods
All activities will also include discussion, self and peer phase evaluations, and benchmark assessments of the groups progress and understanding.
Web projects are:
Who are U survey
Drive of Life Activity
Skills Test
and Career Inventory
(links for each are in the web resources)
Manage the Process:
ESL students
Students will be using the Moodle coursew management system to access and navigater through the project. Much of the text can be converted to their own language through this system. Also pairings with english speaking students will provide some clarity.
Students with IEPs, or other Educational Concerns
Students will be able to participate and will need to utilize the support teachers for additional assistance.
Grouping
Students will be allowed select their own groups when necessary. Modifications may be made if necessary.
Reflection and Evaluation
Class discussion – These discussions will take place on a regular basis as an optional or mandatory setting. the majority of discussions will take palceonline through the Moodle course management system.
Student Evaluation – Students will evaluate their own and peer work through a variety of settings including workshops and online discussions.
Teacher Evaluation – The instructor will provide evaluation through out the different phases. This evaluation and feedback will take place through the assignment, discussion, and workshop tolls in the Moodle Course management system.
What Am I Going to Do? Career Exploration
Project Details
Title: What Am I Going to Do? Career ExplorationCollaborators: Kerry Rice, Mike Ross, Mark Painter, Julie Lind, Katie Ingram
Grade level: middle school (6-9)
Recommended Time Frame: 2 - 3 weeks (10-20 contact hours)
Content areas:
- work skills
Keywords:Career Exploration 8th grade
Web Resources
https://www.driveofyourlife.org/launch.html?Website+Curriculum=36Drive of Your Life
http://www.careerclusters.org/16clusters.htm
Sixteen Career Clusters
http://www.webpages.uidaho.edu/~pathways/index.html?Website+Curriculum=36
Career Pathways
http://salary.monster.com/
Salary Center
http://www.acinet.org/acinet/explore/View.aspx
Career Exploration
http://www.cwcompact.com/careerexplore/index.html
Career Planning Guide
Begin with the End in Mind:
This project is designed to have students assess individual and personal traits which can equate into possible career choices. This project will focus on these PA Academic Standards:13.1.8.A. Relate careers to individual interests, abilities, and aptitudes.
13.1.8.B. Relate careers to personal interests, abilities and aptitudes.
13.1.8.E. Analyze the economic factors that impact employment opportunities, such as, but not limited to:
• Competition
• Geographic location
• Global influences
• Job growth
• Job openings
• Labor supply
• Potential advancement
• Potential earnings
• Salaries/benefits
• Unemployment
13.1.8.F. Analyze the relationship of school subjects, extracurricular activities, and community experiences to career preparation.
development of career portfolio
• Career goals
• Cluster/pathway opportunities
• Individual interests and abilities
• Training/education requirements and financing
13.1.8.H. Choose personal electives and extra curricular activities based upon personal career interests, abilities and academic strengths.
With this project we are hoping to cultivate students thoughts into a direction of possible pathways beyond High School which they will be entering soon. One of the school wide purposes is to aid students into selecting the appropraite courses to match their individual and private traits which could drive career choices.
Craft the Driving Question:
What careers are best suited for me and how do I prepare?Subquestions:
What are my preferred work conditions?
What are my personal attributes and characteristics?
What are my academic preferences?
Plan the Assessment:
Early Stage-Who R U survey
Drive your ride activity
Drive your ride rubric (see uploaded files)
Discussions and reflections
Middle Stage-
Skills Test
Career PowerPoint
Career PowerPoint rubric (see uploaded files)
Discussions and reflections
Final Stage-
Career inventory survey
Career Path document
Career Path document rubric (see uploaded files)
Discussions and reflections
Summative assessment will consist an a brief presentation to the class of each students findings as well as an online discussion. The discussion will be focused on each individuals reflective of the activity as well as peer and teacher feedback on the information presented.
Map the Project:
The first activity will ask a series of questions for students to respond to as accurately as possible. This activity is a warm-up and is just informational. When finished they should make a mental note of the best matches. Students will share matches through the discussion board and share impressions with classmates.3-40 minutes class periods
In this section, students use a different tool to identify some basic job related skills to determine the careers with the best match. The first step is to take a skills test that will identify some job basic related skills. Be sure to only mark the skills that you currently possess or are planning to acquire before you start a career.
Students will share information through the workshop feature of moodle and give feedback to group members.
3-40 minute class periods
Finally now that we have some ideas on what types of careers our skills, abilities, and interests may lead us to. How does one prepare over the next four years and beyond. This next activity will help to identify some of the courses needed in high school to prepare you for possible career paths in your future.
Students will share information and give each other feedback on choices through discussion board
5-40 minute class periods
All activities will also include discussion, self and peer phase evaluations, and benchmark assessments of the groups progress and understanding.
Web projects are:
Who are U survey
Drive of Life Activity
Skills Test
and Career Inventory
(links for each are in the web resources)
Manage the Process:
ESL studentsStudents will be using the Moodle coursew management system to access and navigater through the project. Much of the text can be converted to their own language through this system. Also pairings with english speaking students will provide some clarity.
Students with IEPs, or other Educational Concerns
Students will be able to participate and will need to utilize the support teachers for additional assistance.
Grouping
Students will be allowed select their own groups when necessary. Modifications may be made if necessary.
Reflection and Evaluation
Class discussion – These discussions will take place on a regular basis as an optional or mandatory setting. the majority of discussions will take palceonline through the Moodle course management system.
Student Evaluation – Students will evaluate their own and peer work through a variety of settings including workshops and online discussions.
Teacher Evaluation – The instructor will provide evaluation through out the different phases. This evaluation and feedback will take place through the assignment, discussion, and workshop tolls in the Moodle Course management system.